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INSPECTION REPORT ON |
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St Margaret’s Preparatory School |
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St Mary’s senior school was inspected at the same time and a separate
report published. |
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Full Name of the School |
St Margaret’s Preparatory
School |
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DfES Number |
865/6016 |
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Registered Charity Number |
309482 |
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Address |
Curzon
Street, Calne, Wiltshire, SN11 0DF. |
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Telephone Number |
01249
857220 |
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Fax Number |
01249
857227 |
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Email Address |
office@stmargaretsprep.org.uk |
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Headteacher |
Mrs
Karen Cordon |
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Chair of Governors |
Mr
Richard Southwell QC |
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Age Range |
3-11
years |
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Gender |
Mixed |
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Inspection Dates |
29th
January to 1st February 2007 |
This inspection report follows the framework laid down by the Independent Schools Inspectorate (ISI). The inspection was carried out under the arrangements of the Independent Schools Council (ISC) Associations for the maintenance and improvement of the quality of their membership. It was also carried out under Section 162A(1)(b) of the Education Act 2002, as amended by the Education Act 2005, under the provisions of which the Secretary of State for Education and Skills has accredited ISI as the body approved for the purpose of inspecting schools belonging to ISC Associations and reporting on compliance with the Education (Independent School Standards) (England) Regulations 2003.
The inspection does not examine the financial viability of the school or investigate its accounting procedures. The inspectors check the school’s health and safety procedures and comment on any significant hazards they encounter: they do not carry out an exhaustive health and safety examination. Their inspection of the premises is from an educational perspective and does not include in-depth examination of the structural condition of the school, its services or other physical features.
1.1 St Margaret’s Preparatory School is a non-selective independent day school for boys and girls aged 3 to 11 years. It is situated in the extensive grounds of St Mary’s School, a boarding school for senior girls, in the market town of Calne in Wiltshire. The school was established in 1873 and moved to its present premises in 1941. In 2003, the school was extended to include a Kindergarten for 3 year old pupils, and an additional class in Reception. Further expansion of the building in 2006 has provided sufficient classrooms to have parallel classes in each year, and the school now has enough pupils to fill two classes in each year up to Year 3.
1.2 Currently, 186 pupils (67 boys and 119 girls) are educated in the school. Nineteen children attend full-time and 17 part-time in the Kindergarten and Reception classes and a further 59 pupils in Years 1 and 2. Ninety-one pupils work in Years 3 to 6. Two parallel classes are taught in each year group from Reception to Year 3, and Years 4 to 6 have single classes.
1.3 The school caters for a wide range of abilities. Standardised tests indicate the overall ability profile is above average. Consequently, if pupils are performing in line with their ability, the results of the national tests in Year 6 would be above the average of all maintained primary schools nationally.
1.4 Almost all pupils are of white British heritage. They travel up to 25 miles each day from surrounding villages and towns to attend the school. The pupils come from mainly professional families, and several parents travel to the city of Bristol or London to work. Twenty-five pupils with learning difficulties are supported by the school. No pupil has a statement of special educational needs but seventeen receive specialist lessons funded by parents. All pupils speak English as their principal language.
1.5 The school aims to:
· provide the best possible education for all in their care;
· provide and maintain a structured, caring environment in which teachers can teach and pupils can learn;
· promote the highest levels of expectation and achievement for all;
· provide the highest standard of teaching for all;
· provide the highest standard of learning for all;
· provide the highest standards in personal care, support and individual development.
1.6 There have been many changes since the previous inspection in May 2001. St Margaret’s remains independent of St Mary’s school, although it shares the same governing body and benefits from the use of the senior school’s facilities. Pupils continue to move to a variety of senior schools when they leave at 11 years old. Approximately 20 per cent of pupils join St Mary’s school. The number of pupils in the school has risen. An extensive building programme has completely changed the premises, adding new classrooms, specialist facilities and an attractive outside play area for the youngest children.
1.7 National Curriculum nomenclature is used throughout this report to refer to year groups in the school.
The Educational Experience Provided
2.1 St Margaret’s Preparatory School provides an all-round education of high quality, fully consistent with its aims and philosophy. The school provides a broad and balanced curriculum, which meets the pupils’ needs and the requirements of scholarships and entrance examinations to senior schools. Good improvement has been made since the previous inspection in 2001. All the recommendations have been met. The curriculum for children under five years of age now successfully reflects the needs and aptitudes of the age range.
2.2 The very broad, balanced, varied and interesting curriculum is suited to the needs of all the pupils. It is based on the National Curriculum, and includes additional worthwhile activities. At the Foundation Stage, appropriate emphasis is placed on helping young children achieve the national Early Learning Goals and progress beyond them. The school is successful in planning its educational experience to foster pupils’ personal development and enable them to communicate, learn and think creatively. The responses to the questionnaire indicate that parents are happy with the subjects and activities provided.
2.3 The educational experience contributes very effectively to pupils’ progress in all areas of learning. A strong focus on speaking and listening and numeracy promotes the development of excellent communication and calculation skills. Other strengths lie in mathematics, science, physical education (PE), art and music. Links between subjects are very well promoted and exploited by teachers. For example, numeracy and literacy skills are promoted in information and communication technology (ICT), science and geography. Almost every pupil learns a musical instrument either individually or in the classroom, and has an opportunity to represent the school in sport.
2.4 The provision for extra-curricular activities is excellent, and the school has successful links with the community. The diverse range of activities is well attended and much enjoyed by the pupils. The action-packed high quality programme at lunchtime and after school enhances and enriches the pupils’ experiences and complements the curriculum. For example, pupils thoroughly enjoy keeping fit by skipping, attending ballet and Judo classes, learning Irish dancing, playing in the orchestra or learning sign language, singing in the choir and participating in a range of sports. The curriculum is further enhanced through field trips and visits to museums, archaeological sites, such as Avebury, and places of interest, such as Swanage. Pupils’ experiences are broadened by performances at local festivals and in venues such as the Royal Festival Hall. Pupils enjoy good sporting links in events with other independent and maintained schools. They benefit from positive links with St Mary’s school through teaching by specialist PE staff and the use of facilities.
2.5 Throughout the school, pupils are very well prepared for the next stage of education. In the Reception classes, pupils are very well prepared for their work in Years 1 and 2. Transition from Year 2 to 3 is very well managed through helpful links. A carefully constructed personal, social and health education programme (PSHE) and increased specialist teaching in Years 3 to 6 prepare pupils well for entrance examinations and the academic timetable of senior schools. A programme of visits to St Mary’s and other senior schools helps pupils prepare for their start at a new school. The school’s orchestra, choir and music ensembles enable pupils to work together and contribute to group performances. Specific training in netball, rugby, hockey and swimming helps pupils to become effective members of a team.
2.6 The curriculum is very carefully planned to ensure that all groups of pupils can benefit from the wide range of interesting activities on offer. All subjects have effective policies and schemes of work. They contain details of equality of access and opportunity for all pupils and promote participation in a range of activities. Thorough planning enables pupils to increase their knowledge, skills and understanding term-by-term and year-by-year in a logical manner.
2.7 Pupils of all abilities experience the full curriculum. The curricular requirements for pupils requiring special provision are well met. Pupils with significant learning difficulties and disabilities (LDD) and physical difficulties are very well supported and fully involved in all subjects. This very effective support is strong in English, mathematics, PE and games. Provision is very successful because the systems for early identification and assessment are efficient and effective in identifying those who may need learning support. Well-constructed individual education plans (IEPs) are carefully monitored and reviewed, and teachers are kept well informed about the needs of the pupils in their classes. A small number of parents raised concerns about special provision in the questionnaires. However, very successful support and guidance is provided within the classroom, individually and in small withdrawal groups. The school identifies skilled and talented pupils and successfully provides specific activities to challenge and extend their experiences. Different work, resources or support are planned to meet the needs of different groups of pupils.
2.8 The school meets the regulatory requirements for the curriculum [Standard 1].
Pupils’ Learning and Achievements
2.9 Throughout the school, pupils learn very effectively and achieve very well in relation to their ages and abilities. Pupils are very well educated by the time they leave. The school successfully meets its aim to promote the highest levels of expectation and achievement for all. Pupils have excellent skills and attitudes for work and study, and thoroughly enjoy their work and play. The good standards identified since the previous inspection have been maintained and levels of achievement have risen at the end of Year 6.
2.10 Pupils are acquiring skills and developing knowledge at a very successful rate. Very little difference occurs between boys and girls and pupils of different abilities. Achievement is high at each stage. Excellent achievement in English, mathematics, science and ICT is promoted by the broad range of strategies that promote pupils’ progress. For example, progress in tests and examinations is carefully tracked. High achievement, including for pupils with learning difficulties, is largely due to frequent discussions, and the right challenge for all pupils to make progress at their best personal rate. The responses to the questionnaires indicate that parents are very happy with their child’s progress.
2.11 The school does not sit the national tests, but uses National Curriculum Level Descriptors to assess pupils’ achievement. Carefully maintained records of internal and standardised examinations and test results indicate that pupils’ achievement is high, and progress is rapid for their age and ability. The school’s review of its assessment notes that, in line with the target for judging school performance, pupils’ overall attainment in subjects successfully increases over the year. Pupils are very successful in entrance examinations to senior schools. A good number are awarded scholarships each year.
2.12 Pupils are proud of their significant individual and team successes in sporting events, music and drama examinations. For example, they were very excited about local wins at netball and rugby through successful team work. The pupils were thrilled by their excellent results in swimming, music and Judo. They enthused about their achievements in regional robotics, science, poetry writing competitions, and the mathematical challenge. The show jumping and equestrian team recently won an under-13 one day event much to the delight of the rest of the school. These successes enhance pupils’ confidence, improve team-work and inspire pride in the school.
2.13 Pupils across all ages develop essential skills very well, and their attitudes to work and study are excellent. They persevere in class and are outstanding ambassadors for the school. Parents are very happy with the values and attitudes the school promotes. Throughout the school, pupils are highly motivated. They develop an advanced level of skill in a supportive environment. Literacy, numeracy, scientific, technological and creative skills are very effectively developed. Pupils are highly articulate and listen attentively. They apply these skills enthusiastically and take considered decisions through problem solving and investigations in subjects such as mathematics, science, history and design and technology (DT).
2.14 By the time they leave the school, pupils are articulate, listen attentively and discuss complex issues sensibly. They write very fluently and read widely. For example, in Year 6, the use of vocabulary in their imaginative writing is outstanding. One pupil wrote, “Selfishness sounds like a million voices screaming at once!” Throughout the school, work is written neatly and very well presented. At each stage, pupils have a very confident grasp of mathematics, and excellent examples were observed where pupils worked hard and applied their numerical skills very successfully. For example, children in the reception year happily applied what they had learned about counting on and back to new work on addition and subtraction. Pupils apply mathematics effectively when solving problems, and by the time they leave have developed agile mental calculation skills.
2.15 Pupils use ICT confidently to support their learning and extend their understanding in a broad range of subjects. They thoroughly enjoy using computers and digital still and video cameras and have developed a wide range of skills within the ICT programme. Pupils in Year 6 were observed using their ICT skills to solve mathematical problems by devising a formula to use on a spreadsheet. In Year 1, pupils captured methods of communication within the school on the digital camera. Again in Year 6, pupils composed outstanding music using a computer program that was used to support their masked dance-drama.
2.16 The school is highly successful at helping pupils to think and reason for themselves. Consequently, pupils can respond critically in discussions and in factual writing and apply their creative skills across the curriculum. They are developing a confident understanding of how they can learn well and can take notes and organise their work with limited support from the teacher. Pupils are very supportive of each other and encourage and praise their class mates. High quality co-operation in groups and teams enhances their progress. A good example of this occurred in Year 6 when pupils performed their dances for the first time responding flexibly in their groups to cover the parts of absent classmates. Pupils settle very quickly to work. They work hard and persevere to overcome difficulties in order to get things right. Pupils are enthusiastic, have high levels of enjoyment and pride in their work.
Spiritual, Moral, Social and Cultural Development of Pupils
2.17 Throughout the school, the pupils demonstrate outstandingly well-developed spiritual, moral, social and cultural awareness. The ethos of the school, which permeates all that it does, together with the quality of relationships in the harmonious community, make a significant contribution to pupils’ personal development. The school is highly successful in achieving its aims. The spiritual, moral, social and cultural development is a prominent feature in all aspects of school life. It is well supported by the Early Learning Goals for personal, social and emotional development in the Kindergarten and Reception classes and by the PSHE programme in Years 1 to 6.
2.18 Pupils are helped to develop very strong spiritual awareness through assemblies, which help them to reflect on significant questions, beliefs, values and experiences. For example, pupils were challenged to think about the impact of a smile through the story about a boy who had a great number of worldly goods but never smiled. Lessons and other activities provide a wide range of activities to help pupils reflect upon human beliefs and values. The school’s commitment to the wider community and local charities helps pupils to think about the needs of others. Every opportunity is taken to celebrate pupils’ strengths, which enhances their self-confidence. A good example was observed in an art and design lesson in Year 2, where the teacher skilfully selected individual pupils’ weaving to praise the choices of materials and design. Teaching and non-teaching staff build the pupils’ sense of self worth by valuing them as individuals and through the support they provide.
2.19 Pupils throughout the school have a highly developed moral sense and, from an early age, are able to distinguish right from wrong. This is largely due to the value the school puts on community life and the strong and positive ethos. Prominent rules and codes of conduct are well understood by pupils. They feel the rewards and sanctions are fair and understand the school’s high expectations of their behaviour reflected in the behaviour and anti-bullying policies. Pupils demonstrate care for each other and are kind, courteous and tolerant. Their behaviour is excellent.
2.20 Pupils’ social development is outstanding and is promoted effectively by the school. From the Kindergarten to Year 6, pupils are taught to exercise self-discipline and take responsibility for their own actions. Older pupils are encouraged to help younger pupils. Good table manners are demonstrated at lunchtime, and pupils eat happily together as a community serving themselves then sitting sensibly within mixed age groups to eat their lunch. All pupils in Year 6 respond seriously to their responsibilities. They are given a range of responsibilities. For example, House Captains undertake their roles without question, promoting friendly competition for points within their popular houses by being very good role models; library monitors and pupils helping children in the Kindergarten show initiative and care. Valuable social experiences are gained on residential courses where pupils learn to interact with each other. Pupils’ understanding of how local and national government works is very successfully enhanced through the citizenship aspect of the PSHE programme. They contribute very effectively to local charities, which include the ‘Rowdy Bunch’, a club for young people with physical difficulties, the Cystic Fibrosis Trust and the Joshua Orphanages for children in Malawi.
2.21 Cultural development is excellent. A comprehensive range of activities within the curriculum helps pupils to develop an appreciation of their own and cultural heritage and the diversity of others. In religious education lessons, pupils learn to appreciate how other world religions worship. In discussion with inspectors pupils demonstrated respect and sensitivity to the beliefs of others such as Islam and Judaism. Education trips and visits in the locality, for example to Avebury, promote understanding and appreciation of pupils’ own cultural heritage. Art, music and literature broaden their interest in the wider world through the study of artists, musicians and authors from a range of European, American, African and Asian cultures. Pupils are enjoying their work with a Japanese student, and they are fascinated by the news from the orphanage in Malawi.
2.22 The school meets the regulatory requirements for the spiritual, moral, social and cultural development of pupils [Standard 2].
The Quality of Teaching (Including Assessment)
2.23 At each stage, good teaching and excellent relationships enable pupils of all abilities to make significant progress and achieve high standards in line with the school’s aims. Many examples of outstanding teaching at each stage were observed that have a significant impact on pupils’ learning and achievement. Teaching has improved since the previous inspection; teaching was never less than satisfactory, and a significant proportion of excellent teaching was observed.
2.24 Teaching is successful in enabling pupils to acquire new knowledge, increase their understanding and improve their skills according to their ability. It demonstrates a highly effective understanding of the pupils’ aptitudes, needs and understanding. The provision for pupils with learning difficulties is also very successful in helping pupils to learn and make progress. An important strength of the best teaching was that work was set at just the right level for the different abilities. For example in the Kindergarten and the Reception classes, work and play very skilfully captures the interest of the youngest pupils. In an excellent numeracy lesson in Year 3, activities were planned at different levels of complexity to ensure that high and low attaining pupils had just the right amount of challenge to enable them to succeed. Highly successful questioning of different levels of complexity in English, science, art and design and music provide the right amount of support and challenge. Teachers give good consideration to IEPs for pupils who need support for their learning, and specialist teaching in the learning support department is successful.
2.25 Effective teaching fosters interest, enjoyment and intellectual, physical and creative effort. The current development of teaching to help pupils think and learn for themselves has been highly successful throughout the school. Pupils are beginning to have a clear idea of their preferred style of learning. Examples of inspirational teaching in English, mathematics, PE, games and music highly motivated pupils and challenged them to think and organise their learning. Particularly good examples were found in Year 6 in games and music. In both lessons, highly successful and imaginative teaching encouraged pupils to evaluate the effectiveness of their learning, which increased their physical skills considerably. In a very few lessons where teaching was otherwise satisfactory, work was not as challenging or interesting and pupils were not as motivated.
2.26 Teaching is generally well planned and teaching methods are effective. Planning is based on a good knowledge of the subjects being taught. In PE lessons in Years 1, 2, 4 and 6, secure subject knowledge was used to intervene at just the right time with strong teaching and coaching points that had a significant impact on pupils’ physical skills. In an ICT lesson in Year 1, pupils became fired up with enthusiasm transferred from the teacher as they moved around the school photographing notices, which communicated messages. In the best lessons, a variety of effective teaching methods were used to motivate pupils. Lessons were innovative, brisk and lively. On a few occasions, teachers talked too much which left limited time for pupils to complete their practical tasks. Teaching is enhanced by a high quality, quantity and range of resources. Very effective use of resources was observed in the Kindergarten and Reception classes, ICT, art and design, and music.
2.27 High expectations that pupils will behave are made very clear. Pupils are taught very successfully to apply themselves purposefully to their work both on their own and in groups. Lessons are usually calm and positive, although pupils are encouraged to engage in lively discussion. Teachers promote effective learning and excellent behaviour through courtesy, encouragement and praise. The House Point system is effective in rewarding good work, effort and behaviour. This highly successful work ethic engenders positive and enthusiastic co-operation within the classroom through interesting activities, excellent relationships and very clear expectations.
2.28 Assessment is comprehensive, thorough, appropriate and highly successful throughout the school. It is an excellent tool for monitoring pupils’ progress and achievement. Significant improvement has been made since the previous inspection but the criticism of some marking remains. The policy for assessment is well considered, but the policy for marking is not always implemented consistently. Examples of high quality marking offer praise and encourage pupils to examine what they needed to do to improve their work. However, some work is still just ticked or offers encouragement rather than guidance.
2.29 The school has excellent arrangements for evaluating pupils’ progress and achievement. Excellent use of information from assessment is now rigorously used to inform planning, make predictions about future achievement and ensure that pupils are allocated to the appropriate ability group. Systems for assessment have improved significantly since the previous inspection and are fully understood by parents, pupils, and teachers. The school uses National Curriculum Level Descriptors to assess pupils’ achievement. Pupils’ Progress Books track achievement through school and provide parents with very useful information. The introduction of pupils assessing their own learning has given them clear insight into how they can make better progress.
2.30 The school meets the regulatory requirements for teaching [Standard 1].
3. THE QUALITY OF CARE AND RELATIONSHIPS
The Quality of Pastoral Care, and the Welfare, Health and Safety of Pupils
3.1 The quality of pastoral care is excellent. Staff are supported in this by an extremely effective structure. Pupils’ welfare is excellent and is considered by the school as being paramount. The necessary measures to safeguard and promote pupils’ health and well-being are of high quality. The school meets its aims to provide and maintain a ‘structured, caring environment’ and ‘provide the highest standards in personal care, support and individual development’ very well. Strengths identified by the previous inspection have been enhanced.
3.2 Teaching and non-teaching staff provide outstanding care, support and guidance for all pupils. Formal and informal discussion about pupils’ academic and personal development means that staff know the pupils well. Pupils see the staff as accessible and helpful and feel that they are known and respected as individuals. They feel secure and know they can trust their teachers to sort out any problems and concerns they have.
3.3 Formal arrangements for pastoral care and measures to promote good discipline are well-established and highly effective. The clear policies are carefully monitored and regularly reviewed. All staff, starting with their induction into school, are given clear guidance as to their pastoral roles and responsibilities. Pupils know the procedures well through the system of rewards and explicit targets. They know what is expected of them and enjoy the competitiveness of the system of House Points. The anti-bullying policy and guidance are explicit, and pupils feel the school deals fairly and quickly with the rare cases of unpleasant behaviour.
3.4 Relationships between staff and pupils are excellent and based on trust and mutual respect. Adults provide excellent role models for pupils because they work together harmoniously and demonstrate that they enjoy working with the pupils. Teaching and non-teaching staff throughout the school are polite to pupils and pupils respond courteously. Pupils are praised regularly for their efforts in class and for their positive behaviour. They demonstrate respect for each other in their classrooms and at play. Numerous occasions were observed when older pupils were helping younger children. Behaviour throughout the school is excellent.
3.5 The general provision for welfare, health and safety is very successful. The school takes its responsibilities very seriously. The use of the school’s ‘Enjoyment at School-Yes’ (EASY) system encourages pupils to be aware of their needs and the needs of others and urges them to talk to staff about their problems. Pupils are well supervised. Attendance registers and the admissions register are carefully maintained. The school has an appropriate number of qualified first aiders and the use of the highly qualified nurse at St Mary’s on the same site. Highly efficient records of accidents are maintained. Child protection is secure, and staff have regular training. Formal procedures are clear. Pupils are kept safe through routine risk assessments. Pupils are made aware of a healthy diet through the PSHE programme, healthy snacks at break and learning about the organic vegetables grown and sold by the gardening club. This is supported by the catering staff at St Mary’s. Food is of high quality and much appreciated by pupils. The recent initiative to improve table manners in the dining room has been highly successful. Pupils have a good knowledge of how to promote a healthy and safe environment.
3.6 The school meets the regulatory requirements for the welfare, health and safety of pupils [Standard 3].
The Quality of Links with Parents and the Community
3.7 The quality of links with parents is excellent and the school has established positive links with the community. The school fulfils its aims in these respects. The strengths identified by the previous inspection have been significantly extended.
3.8 The responses to the pre-inspection questionnaire showed that the majority of parents are very happy with the school. They particularly appreciate the teaching, the range of subjects offered, and the help and guidance their children receive. Parents feel that behaviour is good and that the school promotes worthwhile attitudes and values. They are very happy with the range of extra-curricular activities. A small minority have concerns about the provision for pupils with learning difficulties. Inspectors judge the provision for special educational needs to be very successful.
3.9
Parents are encouraged to be involved in the life of the school in many
ways. They play an important part in
supporting sporting events and competitions such as netball matches and
rugby. Parents’ responses to the
questionnaire noted that they feel they can approach the school to talk about
their children’s work, concerns or problems they have. Parents support the school by sharing their
interests and expertise such as the parent who started the St Margaret’s
Equestrian Team. They are welcomed and
encouraged to help at events. Parents
attend assemblies and concerts, enjoying a welcome cup of coffee after class
assemblies. The parent representatives
in each year group form the very active committee of the Parents’ Association
and promote liaison between the parents in different year groups.
3.10 The school has established highly effective ways of providing the parents with information. Parents receive very good, regular and worthwhile information about the school. The comprehensive introductory booklet for new parents is very helpful, and news letters are bright and informative. Progress Books and well-written reports keep parents regularly informed about their child’s progress. Open mornings in the Kindergarten and flexible timings for liaison meetings with parents have all contributed to significant improvements since the last inspection. Parents of pupils with learning difficulties are kept well informed about their children’s progress. At the beginning of the year, parents receive very helpful information about the curriculum each class will follow and are invited to hear the teacher discuss what pupils will be learning over the term.
3.11 The concerns of parents are handled with due care. The complaints procedure is comprehensive. Required procedures are followed and any serious complaints are well documented.
3.12 The school promotes positive links with the community which enrich the life of the school. Pupils enjoy their links with St Mary’s through use of the specialist facilities such as the dinning room, swimming pool, gymnasium and multipurpose courts. Successful sporting and musical links with other schools enhance the pupils’ experiences. Teachers use the local authority for training and development and particularly helpful links are formed with early years’ groups. A new community project, established with the local authority, to develop a new art room will form the basis of future training for teachers in the local area. Links with local churches support the curriculum. For example, local clergy visit assembly and the churches are used for educational visits to support religious education (RE). The school is continually looking for ways of extending their links with the community and is seeking to extend the good links with a local community youth club for young people with disabilities. The school opens its facilities to a local football team, a local choir and the county Police Band.
3.13 The school meets the regulatory requirements for the provision of information and the manner in which complaints are to be handled [Standards 6 and 7].
4. THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT
4.1 The governing body provides a high level of valued support for the headmistress and staff, which enables the aims of the school to be met. The strong links governors have with the school identified by the previous inspection have been enhanced. The governing body governs both St Mary’s School and St Margaret’s and governors’ roles in relation to both schools are well defined. Its commitment to both schools is demonstrated by alternating the location of meetings between the two schools.
4.2 The structure and management of the governing body support a highly effective insight into the work of St Margaret’s. The governors know the school well through a well-organised system of visits, a governor with specific responsibility to support the school, informative reports from the headmistress and their involvement in review of policies, development and financial planning. The governing body uses its responsibilities to very good effect making significant improvements by renovating and extending the building, improving educational provision and staffing to prepare for the increase in numbers of pupils. The chairman of governors ensures that governors receive training and are involved in a comprehensive appraisal scheme involving self assessment and appraisal by the heads and bursar. This system has made a significant impact on the governing body’s highly effective strategic role in supporting developments through the investment in high quality resources and significantly improved accommodation.
4.3 Relationships between the governing body and the staff are highly productive. The broad range of formal and informal opportunities planned for governors to meet the headmistress and staff throughout the year is appreciated. For example, ‘Blue-Sky Day’ is planned for the two heads to meet informally with governors to hold valued wide-ranging discussions about issues related to the development of both schools. The governor with special responsibility for St Margaret’s has been pivotal in providing just the right amount of challenge, support and advice and stimulus for growth within the school. The governing body value the commitment of the headmistress and the senior leadership team and have great confidence in their achievement.
The Quality of Leadership and Management
4.4 The quality of leadership and management by the headmistress, senior leadership and others with responsibilities is outstanding and highly successful; it fulfils the school aims, contributes to the school’s ethos and promotes notable academic standards, highly effective pastoral care and outstanding behaviour. Significant improvements have been made since the previous inspection, and all the recommendations have been met. The accommodation has been greatly extended and improved, and the roles of the senior leadership team have been enhanced to reflect the larger organisation.
4.5 The very highly effective leadership of the headmistress provides a very clear direction to the school’s work. Very strong leadership promotes a strong and positive ethos based on high academic standards and excellent support and care for pupils. High quality leadership is supported very effectively by senior leadership and a staff team of subject leaders. They form a strong and cohesive team. These significant strengths inspire high staff morale, confidence and pride in the school. Senior leadership is highly effective and complements the strengths of the headmistress.
4.6 Management is excellent. Managers and other staff work together very well drawing up and maintaining the effectiveness of a broad range of high quality policies and procedures. The roles of senior and subject leadership have been enhanced as the numbers in the school have grown. Very strong team-work ensures that each member contributes to development and school improvement. This enables priorities to be achieved and decisions taken to be put into practice. The school development plan is a comprehensive tool for improvement. It is complemented by helpful subject development plans. Monitoring and evaluation is embedded in highly successful management and includes a systematic review of policies, planning, pupils’ work, practices and procedures. The headmistress and other managers observe teaching, provide feedback for teachers and set targets. The school knows its strengths and weaknesses through comprehensive self-evaluation procedures involving parents, pupils, governors and staff.
4.7 The highly skilful management of the headmistress and the senior leadership team motivates staff by enabling them to make best use of their skills and experience. As the school has expanded, high quality staff have been appointed. Appropriate checks are made on all governors, parents who help in school, visiting tutors, coaches, teaching and non-teaching staff. Although no newly qualified teachers are currently employed, the school policy is appropriate. Induction for teaching and non-teaching staff new to the school is helpful and thorough. Appraisal linked to development and target setting is well established. Teaching skills and knowledge are enhanced by regular whole-school and individual staff training.
4.8 Finances are very well managed. The impressive building programme has significantly improved facilities without compromising the high quality, quantity and range of resources. Appropriate funds are allocated to subjects. The school benefits from the use of the facilities at St Mary’s. Finances are used very successfully to meet the school aims, priorities in the school development plan and the needs of pupils. The school runs very smoothly and administration is friendly, and very effective and efficient.
4.9 The school meets the regulatory requirements for the suitability of proprietors and staff and for premises and accommodation [Standards 4 and 5].
4.10 The school participates in the national scheme for the induction of newly qualified teachers and meets its requirements.
5.1 High quality leadership and management ensure an outstanding quality of education, promote excellent personal development, care and welfare, and enable the school to meet its aims. A very wide range of high quality activities within a broad curriculum together with good and at times excellent teaching enable pupils to achieve high standards and make rapid progress. Throughout the school, pupils learn very successfully and have very well developed literacy, numeracy and scientific skills. The very strong spiritual, moral, social and cultural development promotes excellent attitudes to work. Pupils are highly motivated to apply the skills and knowledge they have learned in a range of practical and creative ways. This is a happy school and pupils are courteous, work very hard and thoroughly enjoy their work and play. Teachers know pupils well through outstanding systems for assessment. The governing body provide a high level of valued support, and it has a significant impact on the success of the school. The headmistress is a highly effective leader and with an excellent leadership team, inspires high staff morale and outstanding behaviour in the pupils. Consequently, teaching staff are very responsive to advice and recommendations. Governors, parents, pupils, teaching and non-teaching staff have great pride in their school.
5.2 The school has made significant progress since the previous inspection and the two main recommendations have been addressed in full. The management structure was reviewed as required. The senior leadership team has been expanded to reflect the increase in staff and pupils. Roles and responsibilities are clear and highly successful. Appropriate plans are in place to extend the team further when the numbers increase in Years 4 to 6. The two Reception classes now work in large bright classrooms in the newest section of the school. They have plenty of space for a good range of play activities and easy access to a large outdoor area. Children benefit from a broad selection of large toys appropriate for their age group.
5.3 The school meets all the regulatory requirements.
5.4 The school has no major weaknesses but to further improve its educational provision it should improve the effectiveness and quality of marking by:
· ensuring that it offers guidance as well as encouragement;
· ensuring that it meets the requirements laid down by the marking policy;
·
ensuring that the
effectiveness of marking is consistent across subjects.
5.5 No action in respect of regulatory requirements is required.
6. summary of inspection evidence
6.1 The inspection was carried out from 29th January to 1st February 2007. The inspectors examined samples of pupils’ work, observed lessons and conducted formal interviews with pupils. They held discussions with teaching and non-teaching staff and with governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions and assemblies. The responses of parents and pupils to pre-inspection questionnaires were analysed, and the inspectors examined a range of documentation made available by the school.
|
Mrs Jenifer Willcock-Bates |
Reporting Inspector |
|
Mrs Valerie Clark |
Former Senior Teacher IAPS School |
|
Mrs Elizabeth Garner |
Headmistress IAPS school |
|
Mr Jerry Bridgeland |
Headmaster IAPS school |